心理位移書寫法之位格特性驗證與療癒效果分析

Psychological Displacement Writing Paradigm: Characteristics and Beneficial Effects

10.7082/CJGC.201009.0029

張仁和(Jen-Ho Chang)；黃金蘭(Chin-Lan Huang)；林以正(Yi-Cheng Lin)

心理位移書寫法 ； 位格特性 ； 書寫療癒 ； emotional writing ； mindfulness ； perspective taking ； psychological displacement writing ； psychological distance

中華輔導與諮商學報

28期（2010 / 09 / 01）

29 - 60

繁體中文

心理位移日記書寫法（金樹人，2005）請個體依序以「我、你、他」三種不同位格進行經驗事件的書寫，透過在不同位格上轉換觀點而達自我療癒之效。金樹人藉由質性方法分析整理出在我位格書寫特性為「交待細膩，情緒深入」，你位格為「同理關懷，批評指責」，他位格則是「情緒理解，事件理解」。本研究共有100位參與者進行為期六週、每週三次的心理位移日記書寫，以經驗到的負向事件為書寫材料，在每位格書寫後立即測量正向與負向情緒、關懷支持、批評指責、情緒理解與事件理解的程度。資料分析發現大致符合上述各個位格之特性。在位格特性的效果部分，顯示你位格之關懷支持與批評指責對正向跟負向情緒的改變有顯著預測力，他位格的情緒理解與事件理解則無。此外，在書寫六週後之心理適應指標有顯著提升，且此效果主要發生於初始心理適應較差者。本文並針對此書寫方法進行理論與實務應用之探討。

The purpose of this study was to examine empirically the characteristics and therapeutic effects of Psychological Displacement Writing (PDW) (Jin, 2005) that instructs the participants to write the content of their diary entries from the perspective and in the order of the first-person, second-person, and finally third-person pronoun. Jin (2005) argues that in the first-person pronoun phase, the participants are inclined to self-disclose personal feelings; in the second-person pronoun, their writing consists more of an inner dialogue with an emergence of a supportive and yet critical pattern; and the third-person pronoun phase is generally characterized by objective and rational tones. One hundred participants wrote about their recent negative life experiences three times a week for six weeks. The results showed that contents written in the first-person pronoun had the most negative and least positive emotions and highest word count. The second-person pronoun received the highest scores on caring and criticism, and the third-person pronoun the highest scores on event understanding. Changes in positive and negative emotions were significantly predicted by the caring and criticism pattern that emerged in the process of writing. The PDW significantly promoted the participants' satisfaction with life during the writing period. The theoretical and practical implications of these results are discussed.

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